Word production errors in children with developmental language impairments

Marshall, Chloë

doi:10.1098/rstb.2012.0389

Cited by 13 publications

(25 citation statements)

References 60 publications

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“…Nevertheless, it is clear that language users make ample use of phonological information beyond the level of individual phonemes [46]. From quite an early age, children are sensitive to higher order aspects of phonological structure, such as complexity of clusters, stress, word position and sequential statistical likelihood (the probability of one phoneme following another).…”

Section: (C) Complexity and Change In Phonological Representationsmentioning

confidence: 99%

When words fail us: insights into language processing from developmental and acquired disorders

Bishop

Nation

Patterson

2014

Phil. Trans. R. Soc. B

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Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value.

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Section: (C) Complexity and Change In Phonological Representationsmentioning

confidence: 99%

When words fail us: insights into language processing from developmental and acquired disorders

Bishop

Nation

Patterson

2014

Phil. Trans. R. Soc. B

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“…However, prior to the present work, only one study had investigated associations between sign language PA and reading in DHH signing children, indicating a positive relationship (McQuarrie & Abbott, 2013). Further, as mentioned above, imitation of unfamiliar lexical forms, involving manipulation of stored phonological representations (Gathercole, 2006;Marshall, 2014), has been linked to reading skills in both hearing Pennington & Bishop, 2014) and DHH children (Dillon & Pisoni, 2006;Nakeva von Mentzer et al, 2015), and might thus play an important part in word reading development in DHH signing children. The relations between phonological analysis and processing of sign language and developing word reading skills were of particular interest in the present work.…”

Section: Sign Language Skills and Learning To Read Wordsmentioning

confidence: 63%

“…The same expectations can also be derived from associative accounts (Heyes & Ray, 2000) of imitation. Thus, by manipulating the type of manual gestures to imitate (e.g., lexical or non-lexical), imitation of manual gestures can be used as a way to investigate processing of prior representations in sign language users (c.f., Marshall, 2014).…”

Section: Efficient Language Processing and Imitationmentioning

confidence: 99%

“…In particular, tasks involving imitation of utterances might reflect cognitive processing of language that is important for developing reading skills. For example, the repetition (i.e., imitation) of lexical forms has been suggested to reveal individual differences in the ability to access, temporarily store and manipulate lexical information, both for spoken language users (Gathercole, 2006) and sign language users (Marshall, 2014). In particular, tasks involving imitation of unfamiliar lexical forms may indicate how susceptible the lexical system is to change (e.g., Metsala, 1999;Gathercole, 2006).…”

Section: Efficient Language Processing and Imitationmentioning

confidence: 99%

“…Familiar signs were real signs in SSL, thus, invoking both phonological and semantic representations for DHH participants (i.e., vocabulary). Unfamiliar signs were signs from BSL which were phonologically legal but had no meaning in SSL (comparable to unfamiliar words for hearing children, Marshall, 2014). The last category, i.e., nonsigns, bore reduced phonological information and violated some phonological characteristic of both SSL and BSL (non-lexical gestures).…”

Section: Imitation Of Manual Gesturesmentioning

confidence: 99%

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Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Executive functioning and verbal fluency in children with language difficulties

Henry

Messer

Nash

2015

Learning and Instruction

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a b s t r a c tThis study provided a detailed analysis of verbal fluency in children with language difficulties, and examined the relative contributions of executive functioning (executive-loaded working memory, switching, inhibition) and language ability to verbal fluency performance. Semantic and phonemic fluency, language, and executive functioning tasks were completed by 41 children with specific language impairment (SLI) and 88 children with typical development. Children with SLI showed difficulties with most aspects of verbal fluency (rates of output, errors, switching) relative to typical children. Language ability predicted nearly every aspect of phonemic fluency performance and some aspects of semantic fluency performance. The relationships between verbal fluency and executive functioning were modest: inhibition was related to error scores on the phonemic fluency task, but relationships with executiveloaded working memory and switching were absent. Educationally, these results emphasise the underlying importance of language abilities in generation tasks like verbal fluency, but point to the importance of inhibition skills for error monitoring. Interventions to improve search and generation abilities have the potential to offer broader benefits in the classroom for children with language difficulties.

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Word production errors in children with developmental language impairments

Cited by 13 publications

References 60 publications

When words fail us: insights into language processing from developmental and acquired disorders

When words fail us: insights into language processing from developmental and acquired disorders

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Executive functioning and verbal fluency in children with language difficulties

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